Classroom Reflection Essay

the classroom The rational for the classroom is to build a collectivistic environment for learning. Students are positioned in 2 H’s and each of specific table is its own group. The rest of the classroom area is around the outside of the student desks. The classroom is also set up which allows all students to be visible to the teacher no matter where in the classroom. I believe the classroom set up is effective because of the community that is created in the different areas of the classroom. I also

When I arrived to Mrs. Beach’s classroom, she began debriefing what had occurred in the classroom since the last time I was there. Two of the boys in her class had almost gotten into a fight, so the seating chart had to be changed so that these students were as far away from each other as possible. She also informed me that when they had a sub the previous day that they were behaving so poorly that the principal had to come in and have a talk with the students. Because of this, Mrs. Beach warned

The classroom was a tall open square filled with around 35 student desks and one large set of desks in the front of the class. The front desks consisted of smaller desks which included a stand-up desk that held a computer and a smaller but longer desk with a chair. Behind the front desks was as whiteboard wall that had a projector pointing towards the wall. All of the student’s desks were scattered throughout the class and faced the whiteboard the room has a lot of space, but the number of desks

Overall, I thought the lesson study was a good way to start feeling comfortable with teaching science in a classroom, it brought me out of my comfort zone of what I was used to seeing being taught. This lesson allowed me to think creatively because it was a requirement to combine a social study element into the lesson as well. As a group, we brainstormed way that we could include social studies within our lesson that worked seamlessly with science. During this brainstorming session, I discovered

the variable is the last name. After breaking the lesson down in this capacity, students were engaged, and participating within the lesson thoroughly understanding the concept. In the article Responsive Teaching with UBD in Academically Diverse Classrooms by Carol Ann Tomlinson and Jay McTighe it states “Differentiation reminds us that different individuals will construct meaning from their differing experiences, abilities, and interests and along different timetables and with different support

the day. Day 3 10/10 Today during reading, I walk about and gave feedback to the students on their writing. While looking at the writing I made a point to give positive feedback on their writing. I tried to give positive over negative in this classroom since there are a lot of below grade level readers and above level reader so I want to help those students on the lower level be proud of what they were done. Day 5 10/17 Thinking back to my lesson, I would use keep the whiteboards that I decided

to teach all three lessons of the curriculum, in whole class with a second-grade group of students primarily because floating and sinking was already a part of the curriculum during the month of November/December at P.S.94. The classroom is Spanish dual language classroom with an enrollment of 27 students. All of the students understand English and there are no newcomers in the class. There are 15 ELLs, 10 of which are transitioning students. One student is assigned a paraprofessional as part of

add and subtract to one million. This concept was selected for me based on where my lesson fell in Ms. Bell’s planning. I was extremely pleased with how well my lesson went. Since I have been in the classroom, I have noticed there are several behaviors and circumstances that affect the overall classroom management. I was nervous that the students would not respect me as their teacher. That being said, the students almost seemed to respect me more because they stayed focused and if they weren’t, they

learned the importance of using a variety of strategies to engage all students in instruction. I also learned how important it is to differentiate instruction, even whole group instruction to meet the needs of the variety of learners within the classroom. During whole group instruction, I uncovered that a handful of students already understood the concept that I was teaching. To accommodate the instruction for those students, I had them go back to their desks and start on the problem set. This

As I have before, I want to open this reflection by commenting on how much quality, worthwhile experience I am getting through my time in the middle school classroom. I have observed many different times, and at many different grade levels, but never have I spent as much time as I have this semester with one single teacher and class. I have been able to make genuine connections with the students, and I have witnessed valuable instruction and classroom management from the teacher. Having spent so